illil 


A  Bibliography 

of  Standardized  Tests  for  the 

High  School 


!  WALTER  S.  MONROE 

\  Assistant  Director,  Bureau  of  Educational  Research, 

I  University  of  Illinois 


Reprinted  from  the 
February,  March,  and  April,  1920 
JOURNAL  OF  EDUCATIONAL  RESRAkjT.lJ  \  ", ;' 
(Copyright  by  the  Public  School  Publishing.  Company,  1920 j 


THE  PUBLIC  SCHOOL  PUBLISHING  COMPANY 
BLOOMINGTON,  ILLINOIS 


-    •••    •.•^•' 


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A  BIBLIOGRAPHY  OF  STANDARDIZED  TESTS  FOR  THE 
HIGHSCHOOL» 

Walter  S.  Monroe, 
Assistant  Director,  Bureau  of  Educational  Research,  University  of  Illinois 

In  addition  to  standardized  tests  designed  to  measure  the  abilities  of  pupils  in  high- 
Bchool  subjects,  certain  tests  designed  for  use  in  the  elementary  school  have  been  given 
to  high-school  pupils.  In  assembling  this  bibliography  an  elementary  school  test  was 
included  if  a  published  report  of  its  use  in  high  school  was  found.  Doubtless  other 
elementary  school  tests  have  been  or  could  be  used  with  profit  in  the  high  school. 

A  special  effort  was  made  to  have  the  list  of  tests  designed  for  use  in  the  high 
school  include  all  of  which  an  account  had  been  published.  A  few  tests  have  been 
included  which  are  in  the  process  of  construction.  Although  it  may  be  that  some 
tests  escaped  notice,  this  list  is  more  complete  than  any  which  has  been  previously 
published.  In  a  few  instances  it  was  diflScult  to  determine  whether  the  methods  used 
In  constructing  a  list  of  questions  or  exercises  were  sufl&ciently  scientific  to  justify  its 
inclusion  in  this  bibliography.  In  general,  doubtful  tests  were  included.  For  this 
reason  the  reader  is  cautioned  against  attaching  undue  importance  to  the  fact  that  a 
test  appears  in  this  list.  Before  a  test  is  selected  for  use,  careful  consideration  should 
be  given  to  both  the  method  of  its  derivation  and  the  results  of  its  use.  When  accounts 
of  these  are  lacking,  the  advice  of  competent  authorities  should  be  sought. 

The  list  of  references  for  a  test  includes  the  account  of  its  derivation,  if  it  has  been 
published,  and  the  more  important  accounts  of  its  use.  The  brief  annotation  indicates 
the  character  of  the  reference. 

The  publisher  from  which  a  test  can  be  obtained  is  given  when  it  could  be  ascer- 
tained. The  Bureau  of  Educational  Research  of  the  University  of  Illinois  carries  in 
stock  a  number  of  tests  which  are  published  elsewhere,  and  for  most  of  these  the  Bureau 
has  devised  class  record  sheets  or  other  accessories.  For  this  reason  the  Bureau  of 
Educational  Research,  as  well  as  the  original  publisher,  is  given  as  a  source  from  which 
such  tests  may  be  obtained.  A  few  of  the  tests  listed  are  not  available  for  distribution. 
In  these  cases  the  address  of  the  author  is  given  if  it  is  known.  All  prices  are  omitted 
because  the  unstability  of  the  printing  industry  prevents  announcing  them  perma- 
nently. 

Under  the  head  of  "General  References"  there  is  given  a  selected  bibliography 
which  deals  with  the  general  topic  of  educational  measurement.    Some  of  the  references 

*  This  bibliography  was  prepared  with  the  assistance  of  Miss  Margaret  Doherty,  Library  Assistant 
Id  the  Bureau  of  Educational  Research,  University  of  Illinois. 

149 

45S264 


ISO  JOURNAL  EDUCATIONAL  RESEARCH  Vol.  1,  No.  ^ 

pertain  to  tests  for  use  in  the  elementary  school,  but  they  will  also  be  found  helpful 
by  those  interested  in  the  high  school  field. 

A  section  is  devoted  to  mental  tests.  This  particular  field  is  developing  so  rapidly 
at  this  time  that  it  is  impossible  to  give  a  complete  list  of  the  tests  that  have  been 
devised  or  that  are  in  the  process  of  derivation.  For  this  reason  the  reader  must  regard 
thii  particular  list  as  tentative  and  incomplete. 

General  References 

Chapman,  James  C.  and  Rush,  Grace  P.  The  scientific  measurement  of  classroom 
products.    New  York:  Silver,  Burdett  and  Co.,  1917. 

For  the  most  part  this  book  deals  with  tests  for  use  ia  the  elementary  schooL  There  are  three  general 
chapters  which  will  be  of  interest  to  high  school  teachers. 

Courtis,  Stuart  A.  The  Gary  public  schools:  measurement  of  classroom  products. 
New  York:  General  Education  Board,  1919. 

Besides  being  a  report  of  the  use  of  a  number  of  standardized  tests  in  the  Gary  public  schools,  includ- 
ing the  high  school,  this  volume  is  an  important  contribution  to  the  theory  of  educational  measurements. 
The  validity  and  reliability  of  the  tests  used  in  the  survey  are  treated. 

The  measurement  of  educational  products.  (The  Seventeenth  Yearbook  of  the 
National  Society  for  the  Study  of  Education,  Part  II).  Bloomington,  Illinois:  Public 
School  Pubhshing  Company,  1918. 

This  volume  of  the  Yearbook  is  a  compilation  by  members  of  the  National  Association  of  Directors  of 
Educational  Research.    A  complete  bibliography  is  given. 

Monroe,  Walter  S.  "Improvement  of  instruction  through  the  use  of  educational 
tests,"  Journal  of  Educational  Research^  1:96-102,  February,  1920. 

This  article  presents  a  procedure  for  interpreting  class  scores  and  distributions  with  special  reference 
to  the  Courtis  Standard  Research  Tests,  Series  B. 

Monroe,  Walter  S.  and  De  Voss,  J.  C.  and  Kelly,  F.  J.  Educational  tests  and 
measurements.    Boston:  Houghton  MiflSin  Co.,  1917. 

This  is  a  general  treatise  upon  educational  tests  and  their  use.    Chapter  vii  is  devoted  to  high-school 


Proctor,  W.  M.  "Psychological  tests  employed  in  the  vocational  guidance  of 
high  school  pupils."  (To  appear  in  the  first  volume  of  the  Journal  of  Educational 
Research.) 

Starch,  Daniel.     Educational  measurements.     New  York:  Macmillan,  1916. 

This  book  contains  two  chapters  upon  school  marks.  Most  of  the  tests  which  were  in  existence  at  the 
time  the  book  was  written  are  reproduced.    A  number  of  them  are  designed  for  high  school  subjects. 

Terman,  Lewis  M.  The  intelligence  of  school  children.  Boston:  Houghton  Mifflin 
Co.,  1919. 

This  book  emphasizes  the  need  for  the  use  of  intelligence  tests  in  the  classification  and  guidance  of 
pupils. 

Terman,  Lewis  M.  Measurement  of  intelligence:  an  explanation  of  and  a  complete 
guide  for  the  use  of  the  Stanford  revision  and  extension  of  the  Binet-Simon  intelligence 
scale.     Boston:  Houghton  Mifflin  Co.,  1916. 


Feb.  1920  BIBLIOGRAPHIES  151 

I.  Commercial  Subject! 

National  Business  Ability  Tests 

1.  Test  on  tabulation  (mental  alertness) 

2.  Reproducing  instructions 

3.  Test  on  invoicing 

4.  Tests  on  fundamental  arithmetic: 

a)  Fractions 

b)  Percentage 

5.  Test  in  business  arithmetic 

6.  Tests  in  English 

a)  Spelling,  elementary  and  advanced 

b)  Grammar  and  punctuation,  elementary  and  advance 

7.  Elementary  test  in  letter  writing 

8.  Test  on  answering  letters  (advanced) 

9.  Stenographic  tests  (transcription  and  typewriter  copying) 

10.  Test  on  copying  for  the  mimeograph 

11.  Test  on  addressing  envelopes  with  a  pen  and  on  filing 

12.  Ayres'  Handwriting  Scale  used  to  judge  handwriting  •* 

The  nature  of  the  above  tests  is  indicated  in  a  general  way  by  the  titles.  For  a 
detailed  description  consult  Chapter  v  of  the  reference. 

For  each  of  the  tests  there  are  "two  series"  or  two  forms.  It  is  intended  that  the 
first  series  be  used  when  the  test  is  given  for  the  first  time  and  the  second  series  is  to  be 
used  when  it  is  desired  to  repeat  the  test.  The  two  series  are  intended  to  be  equivalent 
in  difficulty. 

Publisher:  National  Associated  Schools  of  Scientific  Business,  Inc.,  Chicago. 
Reference:  Cody,  Sherwin.     Commercial  tests  and  how  to  use  them.     Yonkers-on-Hud- 

son.  New  York:  World  Book  Company,  1919. 

Part  One  contains  the  following  chapters:  Schools  and  business  employment,  National  Business 
Ability  Tests,  principle  of  scientific  tests,  national  tests  in  the  classroom. 

Part  Two  consists  of  the  following  chapters:  Two  series  of  National  Business  Ability  Tests  (tests  are 
reproduced,  with  directions  for  giving  and  scoring),  measuring  classes  and  teachers.  Appendix  is  devoted 
to  the  report  of  use  of  the  tests  in  classroom. 

Rogers*  Stenographic  Tests.  This  is  the  combination  of  tests  which  Mr.  Rogers  found 
to  be  useful  for  identifying  those  persons  who  possessed  the  qualities  necessary 
for  a  successful  stenographer: 

1.  For  dictation 

a)  Hard  Directions 

b)  Opposites 

c)  Form  Substitution 

2.  For  grammar 

a)  Hard  Directions 

b)  Opposites 

c)  Mixed  Relations 

3.  For  typewriting 

a)  Verb  Object 

b)  Color  Making 


152  JOURNAL  EDUCATIONAL  RESEARCH  Vol.  1,  No.  2 

-jr-x  .  Reference:  Jaques,  M.  P.    "Mental  tests  for  typists  and  stenographers,"  Indus- 

trial  Management,  58:145-46,  August,  1919. 

'  A  discussion  of  an  experiment  with  the  Rogers'  Stenographic  Tests  in  the  Brooklyn  branch 

" '  ^5  of  the  Charles  Williams  Company. 

II.  Domestic  Science 
Bowman  and  Trilling's  Informational  and  Reasoning  Tests  in  Textiles  and  Clothing. 

"These  tests  have  been  constructed  by  Leona  F.  Bowman  and  Mabel  Trilling  of 
the  University  of  Chicago  and  will  be  described  in  a  forthcoming  number  of 
Supplementary  Educational  Monographs  published  by  the  School  of  Education, 
University  of  Chicago." 
Murdock's  Scale  for  Measuring  Certain  Elements  in  Hand  Sewing. 

Publisher:  Bureau  of  Publications,  Teachers   College,    Columbia   University, 

New  York  City. 
Reference:  Murdock,  Katharine.      The  measurement  of  certain  elements  of  hand 
sewing.     (Teachers  College  Contributions  to  Education,  No.  103.)     New 
York:  Teachers  College,  Columbia  University,  1919.     120  pp. 
Williams  and  Knapp's  Scale  for  Measuring  Skill  in  Machine  Sewing.    The  method  of 
deriving  this  scale  is  similar  to  that  used  in  Thorndike's  Handwriting  Scale. 

III.  Drawing 
Manuel's  Suggested  Series  of  Tests  for  Studying  Talent  in  Drawing.    On  the  basis  of 
experimental  testing  of  nineteen  persons  who  had  marked  ability  in  drawing, 
six  of  whom  were  high-school  students.  Dr.  Manuel  suggests  the  following  set  of 
diagnostic  tests: 

1.  Tests  of  the  elementary  ability  to  represent  by  lines  and  areas,  figures  and  ob- 
jects directly  observed.    Drawing  a  horse  (memory)  and  a  toy  wagon  (object). 

2.  Tests  of  general  intelligence  (Stanford-Binet  revision)  with  special  reference  to: 

a)  Memory  fol"  Digits 

b)  Designs 

c)  Sixty  Words 

d)  Clock  Test 

e)  Vocabulary 

f)  Fables 

g)  Code 
h)  Inclosed 
i)   Paper  Cutting 
j)  Logical  Memory 

3.  Tests  of  ability  to  discriminate  differences  in  visual  magnitudes  (Manuel's  Test 
in  Discrimination  of  Visual  Proportions,  Manuel's  Series). 

4.  Tests  of  visual  acuity  and  normality  of  color  vision. 

5.  Tests  of  ability  to  observe  visually: 

a)  Whipple  Cancellation  Tests — 4  forms 

b)  Rossolimo  Observation  Test 

c)  Whipple  Description  of  a  Stamp 

d)  McDougall  Spot  Pattern 


Feb.  1920  NEWS  ITEMS  AND  COMMUNICATIONS  153 

6.  Tests  of  memory  for  visual  forms  especially  deferred  memory: 

a)  Rossolimo  Recognition  of  Lineal  Figures 

b)  Rossolimo  Recognition  of  Colored  Figures 

c)  Rossolimo  Recognition  of  Pictures 

7.  Tests  of  ability  to  manipulate  spatial  forms. 

a)  Thurstone's  Hand  Test 

b)  Thurstone's  Spatial  Relations  Test 

c)  Punched  Holes 

d)  Rugg's  Painted  Cube  Test 
8.  Tests  of  esthetic  judgment: 

a)  Thorndike's  Tests  of  Esthetic  Appreciation 

b)  University  of  Illinois — Esthetic  Judgment  Test. 

Reference:  Manuel,  H.  T.  Talent  in  drawing:  an  experimental  study  of  the  use 
of  tests  to  discover  special  ability.  (School  and  Home  Education  Monographs 
No.  3.)     Bloomington,  Illinois:  Public  School  Publishing  Company,  1919. 

This  monograph  b  devoted  to  a  description   of   the   tests   and  an  analysis  of  the  results 
obtained. 

Rugg's  Scale  for  Measuring  Freehand  Lettering  for  Use  in  Secondary  Schools  and 
Colleges.  It  consists  of  a  series  of  eight  samples  of  freehand  lettering,  arranged 
in  the  order  of  increasing  merit.  It  may  be  used  in  measuring  the  efl&ciency  of  a 
student's  work  in  freehand  lettering. 

Reference:  Rugg,  H.  O.  "A  scale  for  measuring  freehand  lettering,"  Journal  of 
Educational  Psychology,  6:25-42,  January,  1915. 

Derivation,  function,  and  experience  with  the  scale  is  discussed. 

IV.    English 
A.  Composition 

Harvard-Newton  Scale.  The  Harvard-Newton  Composition  Scale  consists  of  four 
separate  scales,  one  for  each  form  of  discourse:  argumentation,  description, 
exposition,  and  narration.  Each  of  the  scales  consist  of  six  compositions  written 
by  eighth-grade  pupils  and  arranged  in  order  of  merit  as  determined  by  the 
marks  assigned  by  teachers,  rating  them  as  eighth-grade  compositions.  This 
scale  has  been  used  in  the  first-year  classes  in  the  high  school. 
Publisher:  Harvard  University  Press,  Cambridge,  Massachusetts. 
References:  Ballou,  F.  W.     Scales  for  the  measurement  of  English  composition. 

(Harvard  Newton  Bulletin  No.   2)  Cambridge,  Massachusetts:  Harvard 

University  Press,  1914. 

The  derivation  and  use  of  the  scale  are  described. 

Stoddard,  W.  E.  "Comparison  of  the  Hillegas  and  Harvard-Newton  scales  in 
English  composition,"  Pedagogical  Seminary,  23:498-501,  December  1916. 

Second  annual  conference  on  educational  measurements,  April,  1915,  p.   115fE. 
(Indiana  University  Bulletin,  v.  13,  no.  11,  October,  1915.) 
An  account  of  the  use  of  this  scale  in  the  first  year  of  the  high  school  is  given. 


230 


JOURNAL  EDUCATIONAL  RESEARCH 


Vol.  /,  No.  3 


V.8 


Hillegas*  Scale  for  the  Measurement  of  the  Quality  in  English  Composition  for  Young 
People.  This  scale  consists  of  ten  compositions  ranging  from  an  artificial  pro- 
duction, whose  scale  value  is  zero,  to  the  tenth  composition,  whose  scale  value  is 
9.3.  Three  of  the  ten  compositions  are  artificial  productions,  five  were  written  by 
high  school  pupils,  and  the  remaining  two  by  college  freshmen.  No  two  were 
written  on  the  same  topic  and  they  vary  greatly  in  length  and  type.  Each  degree 
of  merit  is  represented  by  only  one  composition. 
Publisher:  Bureau   of   Publications,   Teachers   College,    Columbia   University, 

New  York  City. 
References:  Courtis,  S.  A.     The  Gary  public  schools:  measurement  of  classroom 

products.    New  York:  General  Education  Board,  1919,  p.  227. 

An  account  of  the  use  of  this  scale  in  the  high  school  is  given  here  and  also  in  the  following 
reference. 


An  educational  survey  of  Janesville,  Wisconsin.  Madison,  Wisconsin:  State  De- 
partment of  Public  Instruction,  1918,  p.  287. 

Gunther,  Charles.  "My  experience  with  the  Hillegas  scale,"  English  Journal, 
2:535-42,  November  1919. 

Describes  a  series  of  experiments  carried  on  by  four  teachers  in  the  use  of  the  Hillegas  scale. 
Mr.  Gunther  in  his  conclusion  definitely  states  that  through  the  Hillegas  or  some  similar  scale  greater 
uniformity  is  gained  than  through  a  percent  scale. 

Hillegas,  Milo  B.     "Hillegas  scale  for  measurement  of  English  composition," 

Teachers  College  Record,  13:331-84,  September,  1912. 
Johnson,  F.  W.     "The  Hillegas-Thorndike  scale  for  measuring  the  quality  in 

English  composition  by  young  people"  School  Review,  21 :39-49,  January,  1913. 
Kayetz,  Isidor.    "A  critical  study  of  the  Hillegas  composition  scale,"  Pedagogical 

Seminary,  21:559-77,  December,  1914. 

The  first  part  of  the  article  is  concerned  with  the  scale  itself;  the  second  part  devoted  to  a 
criticism  by  the  author  and  others.    References  relative  to  the  scale  follow. 


ruco^  d  Parker,  F.  E. 


'Value  of  measurements,"  English  Journal,  8:203-17,  April,  1919. 


^  A  criticism  on  the  use  of  the  Hillegas  scale  by  a  subcommittee  of  the  Detroit  English  Club. 

S.  A.  Courtis  discusses  the  "Use  of  the  Hillegas  Scale"  in  the  second  part  of  this  article. 


School  report  of  the  town  of  Southington,  Connecticut,  1917,  p.  12. 

Stoddard,  W.  E.    "Comparison  of  the  Hillegas  and  Harvard  Newton  scales  in 
/  ''  English  composition,"  Pedagogical  Seminary  23:498-501,  December,  1916. 

Most  valuable  for  its  criticism  of  the  Hillegas  scale. 


Thorndike,  E.  L.  "Notes  on  the  significance  and  use  of  the  Hillegas  Scale  for 
measuring  the  quality  of  English  composition,"  English  Journal,  2:551-561, 
November,  1913. 


March,  1920  BIBLIOGRAPHIES  231 

Minnesota  English  Composition  Scales. 

Reference:  Van  Wagenen,  M.  J.  "The  accuracy  with  which  English  themes  may 
he  graded  with  the  use  of  English  composition  scales,"  School  and  Societyj 
11:441-450,  April  10,  1920. 

Minnesota  composition  scales  were  used  in  this  study. 

Nassau  County  Supplement  to  the  Hillegas  Scale.  This  scale  is  a  simplification  and 
improvement  of  the  original  Hillegas  Composition  Scale.  It  consists  of  a  series  of 
compositions  written  under  controlled  conditions  and  arranged  in  order  of  general 
merit. 

Publisher:  Bureau  of  Publications,  Teachers  College,  Columbia  University,  New 
York  City.    Also  obtainable  from  Bureau  of  Educational  Research,  Univer- 
sity of  Illinois,  Urbana,  Illinois. 
References:  Theisen,  W.  W.     "Improving  teachers'  estimates  of  composition 
^ .  specimens  with  the  aid  of  the  Trabue  Nassau  County  scale,"  School  and 

Society,  7 :143-150,  February  2,  1918. 

Discusses  the  outcomes  of  an  experiment  prompted  by  the  question:  "Can  teachers  improve 
their  judgment  of  the  merit  of  compositions  through  use  of  the  scale?" 


.  U        Trabue,  M.  R.    "Supplementing  the  Hillegas  composition  scale,"  Teachers  College 
Record,  18:51-84,  January,  1917. 

Reasons  for  constructing  the  Nassau  County  supplement,  its  advantages  over  the  Hillegas 
scale.  Table  V  lists  the  "estimates  of  quality  to  be  expected  from  high  school  seniors  and  sophomores" 
in  the  use  of  the  Hillegas  scale. 


ry 


An  account  of  the  use  of  scale  in  the  high  school  may  be  found  in  the  following: 
^^  Report  of  a  Survey  of  Public  Education  in  Nassau  County,    New  York.    Albany, 

i£-  New  York:  University  of  the  State  of  New  York,  1918,  p.  149  ff. 

3 '  Report  of  a  survey  of  the  school  system  of  St.  Paul,  Minnesota,  1917,  p.  456. 

i  ^  Scores  are  given  for  St.  Paul,  Minnesota;  Mobile  and  Mobile  Coimty,  Alabama;  Nassau 

Coimty,  and  South  River,  New  York;  Lead,  South  Dakota. 

Topeka  Scale  for  Judging  Compositions.     This  scale  was  devised  by  the  English 
department  of  the  high  school  in  Topeka,  Kansas. 
Address:  Carmie  S.  Wolfe,  High  School,  Topeka,  Kansas. 
^  Reference:  "The  Topeka  scale  for  judging  compositions,"  Bulletin  of  the  Illinois 

Js  Association  of  Teachers  of  English,  v.  9  no.  6.  March,  1,  1917. 

Scale  reproduced  and  derivation  described.    For  a  copy  of  the  bulletin  address  Professor  H.  G. 
Paul,  University  of  Illinois,  Urbana,  Illinois. 

Willing*8  Scale  for  Measuring  Written  Composition.  This  scale  consists  of  eight 
compositions  arranged  in  order  of  both  "form"  and  "story  value."  All  of  the 
compositions  were  written  by  school  children  under  controlled  conditions. 
This  scale  may  be  used  in  grades  iv  to  xn  inclusive. 

Publisher:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 


232  JOURNAL  EDUCATIONAL  RESEARCH  Vol  1,  No.  3 

Reference:  Willing,  M.  H.    "Measurement  of  written  composition  in  grades  iv 
Oj^t^'  to  vin,"  English  Journal,  7:193-202,  March,  1918. 

-^C-  Considers  the  derivation  of  the  test,  also  its  giving  and  scoring.    Although  this  scale  was 

C?*^  designed  for  use  in  the  upper  grades  of  the  elementary  school,  it  can  be  used  profitably  in  the  high- 

school. 

B.  Copying 

Boston  Test  in  Accurate  Copying.  Test  was  prepared  by  the  committee  on  standards 
in  English.    It  was  given  to  first-year  pupils. 

Reference:  English:  determining  a  standard  in  accurate  copying.  (Bulletin  No.  6  of 
the  Department  of  Educational  Investigation  and  Measurement,  Boston 
Public  Schools,  1916). 

This  bulletin  consists  of  a  report  on  the  Test  in  Accurate  Copying  given  to  4,494  first-year  high 
school  pupils  in  November,  1914.    Test  is  reproduced. 

Kansas  Cityy  Missouri,  public  schools,  bulletin  no.  1  of  the  Bureau  of  Research 
and  Efficiency,  February,  1916,  p.  55. 

Analysis  of  errors  made  in  Kansas  City,  Missouri,  by  ages  and  grades.    The  test  also  vdth 
directions  for  giving  and  scoring  are  given. 

C.  Grammar  and  Punctuation 
Gemens'  Grammar  Test.   A  test  consisting  of  thirteen  sentences  in  which  the  pupil  is 
asked  to  make  a  choice  between  the  correct  and  incorrect  words.    This  test  is 
based  on  E.  C.  WooUey's  Handbook  of  Composition. 
Address:  A.  H.  Clemens,  Principal  of  High  School,  Rochester,  Minnesota. 
Reference:  Report  of  the  board  of  education  of  Rochester,  Minnesota,  1912-1918,  p.  40. 

The  test  is  reproduced,  with  a  key  to  the  sections  in  Woolley's  Handbook.   Tentative  standard 
scores  are  also  given. 

Starch's  Grammatical  Scales.  Starch  has  devised  three  scales  (A,  Bj  and  C)  to  measure 
a  pupil's  ability  to  use  correctly  certain  language  forms. 

Starch's  Tests  for  Measuring  Grammatical  Knowledge.  The  three  tests  in  this  series 
consist  of  selections  in  which  the  pupil  is  asked  to  indicate  certain  parts  of  speech 
or  certain  inflected  forms. 

Publisher:  University  Cooperative  Company,  Madison,  Wisconsin. 
LfdZ^^^  i  References:  Starch,  D.    Educational  measurements.  New  York:  Macmillan,  1916. 

See  Chapter  VII  entitled  "The  measurement  of  ability  in  English  grammar,"  for  a  reproduction 
of  the  tests  and  standards. 

Starch,  Daniel.  "The  measurement  of  achievement  in  English  grammar," 
Journal  of  Educational  Psychology,  6:615-26,  December,  1915. 

Qemens'  Punctuation  Test.    A  list  of  twenty-eight  sentences  which  are  to  be  punc- 
tuated.   Based  on  E.  C.  Woolley's  Handbook  of  Composition. 
Address:  A.  H.  Clemens,  Principal  of  High  School,  Rochester,  Minnesota. 
Reference:  Report  of  the  board  of  education  of  Rochester,  Minnesota,  1912-1918, 

p.  42. 

The  test  with  a  key  to  the  sections  in  the  Handbook  b  reproduced. 


S9 


March,  1920  BIBLIOGRAPHIES  233 

'  Starch's  Punctuation  Scale.  This  scale  consists  of  a  series  of  groups  of  sentences  which 
are  to  be  punctuated.  The  groups  are  arranged  in  order  of  difl&culty.  It  will  be 
useful  in  the  high  school. 

Publisher:  University  Cooperative  Company,  Madison,  Wisconsin.    Also  obtain- 
able from  the  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 
(dSf^i         References:  Starch,  Daniel.    Educational  measurements.    New  York:  Macmillan 
S  ^  Company,    1916. 

See  Chapter  vii  entitled  "The  measurement  of  ability  in  English  grammar,"  for  a  reproduction 
of  test,  and  standards. 
lOi-  Starch,  Daniel.     "The  measurement  of  achievement  in  English  grammar," 

vTS  Journal  of  Educational  Psychology,  6:615-26,  December,  1915. 

D.  Language 
Trabue's  Completion-Test  Language  Scales.    These  scales  are  composed  of  "com- 
pletion sentences"  which  are  arranged  in  order  of  diflSculty  from  the  very  simple 
to  the  very  difficult.   There  are  two  scales  for  the  high  school,  L  and  M. 
Publisher:  Bureau   of   Publications,   Teachers  College,     Columbia  University, 

New  York  City.    Also  obtainable  from  Bureau  of  Educational  Research, 

University  of  Illinois,  Urbana,  Illinois. 
References:  Trabue,  M.  R.    Completion-test  language  scales.  (Teachers'  College, 

Columbia   University    Contributions  to  Education,  No.  77)  New  York: 

Teachers  College,  Columbia  University,  1916. 

The  author  states:  "This  monograph  is  the  report  of  an  attempt  to  derive  one  or  more  scales 
for  the  measurement  of  ability  along  certain  lines  closely  related  to  language." 

1 33g  Account  of  its  use  in  the  high  school  may  be  found  in: — 

IsNS'  Report  of  a  survey  of  public  education  in  Nassau  County,  New  York.    Albany, 

New  York:  University  of  the  State  of  New  York,  1918,  p.  177  S. 
*  3 '  '^  Report  of  a  survey  of  the  school  system  of  St.  Paul,  Minnesoki,  1917,  p.  433  flf.,  table 

^  ^  "^  mserted  before  p.  453,  460,  487. 

E.  Spelling 
Ayres*  Spelling  Scale.  A  thousand  words  constituting  a  fundamental  English  vocabu- 
lary have  been  grouped  in  this  scale  according  to  their  spelling  difficulty  as  indi- 
cated by  the  percent  of  correct  spellings.  The  words  were  selected  from  four 
important  reports  on  the  frequency  with  which  words  are  used  in  letters,  news- 
paper articles,  the  English  Bible,  and  various  authors.  The  approximate  percent 
of  correct  spellings  to  be  expected  in  each  grade  is  shown  for  each  word.  Although 
not  intended  for  use  in  the  high  school  this  scale  has  been  used  by  some  above  the 
eighth  grade. 
Publisher:  Division  of  Education,  Russell  Sage  Foundation,  New  York  City. 

Also  obtainable  from  the  Bureau  of  Educational  Research,  University  of 

Illinois,  Urbana,  Blinois. 
References:  Ayres,  L.  P.    A  measuring  scale  for  ability  in  spelling.    New  York: 

Division  of  Education,  Russell  Sage  Foundation,  1915. 


iW^ 


234  JOURNAL  EDUCATIONAL  RESEARCH  Vol.  1,  No.  3 

^Vv'-'^o,  Courtis,  S.  A.    The  Gary  public  schools:  measurement  of  classroom  products.    New 

^"^  <'^  York:  General  Education  Board,  1919. 

Scofield,  F.  A.     "DiflSculty  of  Ayres'  spelling  scale  as  shown  by  the  spelling  of 
560  high  school  students,"  School  and  Society,  4:339-40,  August  26,  1916. 

Account  of  its  use  in  the  junior  high  school  and  senior  high  school,  Eugene,  Oregon. 

**  Scofield,  F.  A.    "An  experiment  in  spelling  in  the  Eugene  high  school,"  School 

and  Society,  5:299-300,  March  10,  1917. 

'  Buckingham's  Extension  of  the  Ayres'  Spelling  Scale.   This  extension  adds  509  words 

to  the  original  Ayres'  Spelling  Scale  making  a  scale  of  1,509  words.  The  additions 
are  mainly  at  the  more  diflficult  end  of  the  scale  and  will  thus  add  to  its  value 
especially  for  grammar  grades  and  the  high  school.  Scale  is  for  use  in  grades 
nto  IX. 

Publisher:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 

Buckingham's  Spelling  Scale.  This  was  the  first  published  spelling  scale.  It  consisted 
of  fifty  words  very  carefully  evaluated  together  with  about  one  hundred  and 
twenty-five  supplementary  words.  The  scale  as  such  has  not  been  published 
separately.  Some  of  the  words  now  appear  in  the  Buckingham's  Extension  of  the 
Ayres'  Spelling  Scale  mentioned  above. 
Publisher:  Not  obtainable. 
.  G  ;  c  •'.'.  Reference:  Buckingham,  B.  R.    Spelling  ability:  its  measurement  and  distribution. 

r-i  ^  (Teachers'  College,  Columbia  University  Contributions  to  Education,  No. 

^   '  59).    New  York:  Teachers  College,  Columbia  .University,  1913. 

Considers  the  derivation  of  scale.   Scale  is  reproduced. 

^.  ";iH^  An  educational  survey  of  Janesmlle,   Wisconsin.     Madison,   Wisconsin:  State 

T3  ?-.•<-  Department  of  Public  Instruction,  1918,  p.  272. 

Account  of  the  Buckingham  sixty-five  word  list  in  the  high  school. 

Courtis'  Dictation  Spelling  Tests.    There  are  four  tests  in  this  series,  each  of  which 
contains  twenty  test  words  embedded  in  sentences. 
Publisher:  S.  A,  Courtis,  82  Eliot  Street,  Detroit,  Michigan. 
I^^  '^L  8  S  Reference:  Courtis,  S.  A.     The  Gary  public  schools:  measurement  of  classroom 

■^  ^'^         '  products.    New  York:  General  Education  Board,  1919,  pp.  87-92. 

Jones'  One  Hundred  Spelling  Demons.    This  is  a  list  of  the  one  hundred  words  most 
frequently  misspelled  by  children  in  the  elementary  school. 
Address:  W.  F.  Jones,  University  of  South  Dakota,  Vermillion,  South  Dakota. 
Reference:  Jones,  W.  F.    Concrete  investigation  of  the  material  of  English  spelling. 

Vermillion,  South  Dakota:  University  of  South  Dakota,  1914. 

This  is  an  account  of  the  investigation  in  which  list  was  secured. 

t  r^  "3^  ^  /  Monroe,  Walter  S.,  De  Voss,  J.  C,  and  Kelly,  F.  J.    Educational  tests  and  measure- 

4^  ^  ments.  Boston:  Houghton  MiflElin  Company,  1917,  p.  133. 

The  One  Hundred  Spelling  Demons  are  reproduced. 


March,  1920  BIBLIOGRAPHIES  235 

Account  of  the  use  of  the  "Demons"  in  high  school  may  be  found  in  the 
following: 

Annual  report  of  the  Des  Moines  public  schools,  1915,  part  2,  p.  10  ff. 
Annual  report  of  the  public  schools  of  Johnstown,  Pennsylvania,  1918,  p.  111-113. 
BtiT  Courtis,  S.  A.    The  Gary  public  schools:  measurement  of  classroom  products.  New 

-  '  York:  General  Education  Board,  1919,  p.  92  S.,  414  S. 

Jones'  Spelling  Demons  used  in  analyzing  misspelled  words  in  the  composition  of  eighth-grade 
children. 

^     School  report  of  the  town  of  Southington,  Connecticut,  1919,  p.  21. 

Annual  report  of  the  school  department  of  the  city  of  Pittsfield,  Massachusetts,  1916, 
p.  23-24. 

Monroe's  Timed  Sentence  Spelling  Test.  This  is  a  series  of  three  tests  each  of  which 
consists  of  fifty  words  taken  from  suitable  columns  of  the  Ayres'  Spelling  Scale 
and  embedded  in  sentences.  The  sentences  are  then  so  arranged  that  they  may  be 
dictated  at  approximately  the  normal  rate  of  writing  in  each  of  the  grades.  Test 
III  is  used  in  grades  vn  and  vin  and  in  the  high  school. 

Publishers:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana, 
Illinois. 
|dj  Reference:  Monroe,  Walter  S.,  De  Voss,  J.  C,  and  Kelly,  F.  J.     Educational 

^  tests  and  measurements.    Boston:  Houghton  Miflflin  Co.,  1917,  p.  119. 

V.    Foreign  Languages 

♦^  Handschin's  Foreign  Language  Tests.    Series  of  four  short  tests  for  the  purpose  of 

discovering  types  of  learners  in  language  study. 

Publisher:  World  Book  Company,  Yonkers,  New  York. 

References:  Handschin,  C.  H.     "A  test  for  discovering  types  of  learners  in  lan- 
Z-C  guage  study,"  Modern  Language  Journal,  3:1-4,  October,  1918. 

Lf  ^  Tests  reproduced  and  directions  given. 

^  Handschin,  C.  H.    "Tests  and  measurements  in  modern  language  work,"  Modern 

Language  Journal,  4:217-25,  February,  1920. 

A.  French 

Henmon's  French  Tests.   A  series  of  tests  in  French  similar  to  the  author's  Latin  tests. 
Publisher:  V.  A.  C.  Henmon,  University  of  Wisconsin,  Madison,  Wisconsin. 
Reference:  Henmon,  V.  A.  C.    "The  measurement  of  ability  in  French,"  Journal 
^  of  Educational  Research.    (To  appear  in  the  first  volume.) 

Starch's  French  Reading  Test.  This  test  is  composed  of  a  series  of  thirty  sentences 
arranged  roughly  in  the  order  of  increasing  difl&culty.  The  sentences  were  from 
the  readings  usually  covered  in  the  first  year  of  the  high  school. 

Starch's  French  Vocabulary  Test.  The  test  is  composed  of  two  numbered  lists  of 
one  hundred  French  words  each  and  corresponding  lists  of  their  English  eqidva- 


236  JOURNAL  EDUCATIONAL  RESEARCH  Vol  1,  No.  3 

lents.    The  pupil  is  asked  to  write  after  each  French  word  a  number  of  its  English 
equivalents. 

Publisher:  University  Cooperative  Company,  Madison,  Wisconsin. 
Ld56S/         Reference:  Starch,  Daniel.    Educational  measurements.    New  York:  Macmillan, 
S8  1916. 

In  Chapter  XIII  "The  Measurement  of  Ability  In  French"  the  French  vocabulary  and  sentence 
tests  are  reproduced.    Derivation  is  described. 

Wilkins*  Predetermination  Test  in  French.  After  analyzing  language  ability  Mr. 
Wilkins  derives  a  test  for  French  which  consists  of  five  parts: 

(1)  seemg  and  writing 

(2)  hearing  and  writing 

(3)  seeing  and  speaking 

(4)  hearing  and  speaking 

(5)  grammatical  concepts. 
Reference:  Wilkins,  L.  A.    "Testing  for  ability  to  learn  a  foreign  language,  ''Bul- 
letin of  High  Points  in  the  Work  of  the  High  Schools  of  New  York  City,  v.  1, 
no.  2,  p.  5,  February,  1919;  no.  8,  p.  26,  October,  1919. 

A  discussion  of  the  test  and  scoring  is  followed  by  the  reproduction  of  the  test.     Results  are 
given  in  the  October  Number. 

B.  German 

Starch's  German  Reading  Test.  This  test,  like  the  one  for  French,  is  composed  of  a 
series  of  sentences  arranged  roughly  in  the  order  of  increasing  difficulty.  The 
sentences  were  selected  from  first-year  texts  and  from  the  authors  usually  covered 
in  four  years  of  German. 

Starch's  German  Vocabulary  Tests.   Professor  Starch  states:  "The  test  is  composed  of 
two  sets  of  100  words  each.    These  words  are  selected  by  taking  the  first  word  on 
every  23rd  page  of  the  large  Muret-Sanders  German-English  Dictionary." 
Publisher:  University  Cooperative  Co.,  Madison,  Wisconsin. 
i-0505/  Reference:  Starch,  Daniel.    Educational  measurements.    New  York:  Macmillan, 

1916. 
In  Chapter  XII:  "The  measurement  of  ability  in  German"  tests  are  reproduced. 

C.  Latin 
Brown's  Latin  Tests. 

1.  Connected  Latin  Test.  This  test  consists  of  a  connected  passage  of  Latin.  The 
pupils  are  given  a  specified  amount  of  time  in  which  to  interpret  and  write  in 
English  as  much  of  the  passage  as  possible. 

2.  Latin  Sentence  Test  A .  This  consists  of  a  series  of  Latin  sentences  ranging  from 
very  easy  to  very  difficult. 

3.  Latin  Sentence  Test  B.  ^The  same  as  Test  A  but  different  sentences. 

4.  Latin  VocabularylTest.  '^A  list  of  words  occurring  in  each  of  seven  beginners' 
books. 


sa 


March,  1920  BIBLIOGRAPHIES  237 

5.  Formal  Latin  Grammar  Test.  This  test  is  made  up  of  twenty  constructions  in 
Latin  sentences.  The  constructions  are  in  italics  and  the  pupils  are  required 
to  name  and  describe  them  but  not  to  translate  the  sentences. 

Publisher:  Parker  Educational  Company,  Madison,  Wisconsin. 

Reference:  Brown,  H.  A.  A  study  oj  ability  in  Latin.  Oshkosh,  Wisconsin: 
H.  A.  Brown,  1920. 

v-^  Hanus*  Latin  Tests.  These  consist  of  four  tests  for  vocabulary,  a  translation  test  and  a 
grammar  test.  All  of  these  tests  are  based  on  Caesar  and  Cicero.  No  words 
appear  in  the  vocabulary  tests  "which  occur  less  than  one  hundred  times  in  Caesar 
and  Cicero."  The  translation  test  "contains  only  constructions  which  are  found 
at  least  500  times  in  Caesar  and  Cicero." 

Address:  Paul  Hanus,  Harvard  University,  Cambridge,  Massachusetts. 
tnjujtJ^       Reference:  Hanus,  P.  H.    "Measuring  progress  in  learning  Latin,"  School  Review^ 

'  '^  24:342-345,  May,  1916. 

Four  Latin  vocabulary  tests  are  reproduced  with  suggested  credit,  directions  for  grading  and 
making  correlations. 

Henmon's  Latin  Tests. 

1.  Latin  Vocabulary  Tests  selected  from  239  words  common  to  thirteen  beginners' 

books  and  to  Caesar  and  Vergil. 

(1)  Texts  A,  B,  C,  and  D  are  of  equal  difl&culty  and  each  consists  of 
fifty  words  arranged  in  order  of  increasing  difficulty. 

(2)  Text  X  is  a  selection  of  25  words  having  approximately  the  same 
scale  values,  which  may,  therefore,  be  disregarded  in  scoring  and  each  word 
given  the  same  weight. 

2.  Latin  Sentence  Tests.    Graded  sentences  containing  no  word  not  included  in 

the  239  standard  words. 

(1)  Tests  I  and  II  are  of  equal  difficulty  and  each  consists  of  ten  sen- 
tences arranged  in  order  of  increasing  difficulty. 

(2)  Test  III  is  a  selection  of  ten  sentences  of  approximately  the  same 
difficulty. 

Publisher:  V.  A.  C.  Henmon,  University  of  Wisconsin,  Madison,  Wisconsin. 
Also  obtainable  from  the  Bureau  of  Educational  Research,  University  of 
Illinois,  Urbana,  Illinois. 
f  Q  c        Reference:  Henmon,  V.  A.  C.    "Measurement  of  ability  in  Latin,"  Journal  of 
cr&  of  Educational  Psychology,  8:515-38,  589-99,  November-December,  1917. 

'''  ^  This  article  gives  the  derivation  of  the  tests. 

Lohr's  Latin  Test.   This  is  a  "form  test"  to  be  given  at  the  end  of  the  first  year.   Pupils 
are  asked  to  identify  the  forms  of  certain  nouns,  pronouns,  and  verbs. 
Address:  School  of  Education,  University  of  North  Carolina,  Chapel  Hill,  North 

Carolina. 
Reference:  Lohr,  L.  L.    "A  Latin  form  test  for  use  in  high  school  classes,"  High 

School  Journal,  1:7-9,  14-17,  November-December,  1918. 

Gives  critical  account  of  the  appropriateness  of  Starch's  Latin  tests  and  the  derivation  of  a 
form  test. 


238  JOURNAL  EDUCATIONAL  RESEARCH  Vol.  1,  No.  3 

Starch's  Latin  Vocabulary  Tests. 
Starch's  Latin  Reading  Test. 

See  Starch's  French  Tests  for  a  description  of  these  two  tests. 
Publisher:  These  scales  have  been  withdrawn  from  distribution. 
Reference:  Starch,  Daniel.    Educational  measurements.    New  York:  Macmillan, 
1916. 

See  Chapter  XI:  "Measurement  of  ability  in  Latin,"  for  reproduction  of  tests,  and  their  deriva- 
tion. 

Starch- Watters'  Latin  Tests.    This  is  a  second  series  of  Latin  tests  prepared  by  Pro- 
fessor Starch,  in  collaboration  with  Mr.  Watters.    It  consists  of  (1)  Latin  vocabu- 
lary test  based  on  Lodge's  Vocabulary  of  High  School  Latin;  (2)  translation  tests 
for  each  of  the  four  years  of  the  high  school  course. 
Address:  University  Cooperative  Co.,  Madison,  Wisconsin. 
'  jT^  Reference:  Starch,  Daniel.     "A  test  in  Latin,"  Journal  of  Educational  Psychology j 

w./o  10:  489-500,  December,  1919. 

Wentworth  Latin  Tests.  Test  1  consists  of  one  hundred  English  words,  some  of  which 
come  from  the  Latin.  The  pupil  is  to  mark  each  word  showing  whether  it  comes 
from  the  Latin  or  not.  Test  2  consists  of  one  hundred  English  words  which  are 
derived  from  the  Latin.  The  pupil  is  to  give  the  Latin  root. 
Address:  Mary  M.  Wentworth,  Hollywood  High  School,  Los  Angeles,  California. 
Reference:  Wentworth,  M.  M.  "An  experiment  with  two  Latin  tests,"  School 
Document  No.  26,  Los  Angeles  City  School  District^  Division  of  Educational 
Researchj  October,  1919. 

D.  Spanish 
Wilkins*  Predetermination  Test  in  Spanish.    Mr.  Wilkins  states  that  language  ability 
is  predicted  largely  upon  (1)  susceptibility  to  impression;   (2)  readiness  and 
accuracy  of  expression;  (3)  grasps  of  ordinary  grammatical  concepts.    There  are 
four  ways  for  testing  impression  and  expression: 

1.  Visual — motor  (seeing  and  writing) 

2.  Aural — motor  (hearing  and  writing) 

3.  Visual — oral  (seeing  and  speaking) 

4.  Aural — oral  (hearing  and  speaking) 
Then  there  is  a  test  of  grammatical  concepts. 

Reference:  Wilkins,  L.  A.     "Testing  for  ability  to  learn  a  foreign  language." 
Bulletin  of  High  Points  in  the  Work  of  the  High  Schools  of  New  York  City, 

v.  1,  no.  2,  p.  5,  February,  1919;  October,  1919,  no.  8,  p.  26. 
A  discussion  of  the  test  and  scoring  is  followed  by  the  reproduction  of  the  test.     Results  are 
given  in  the  October  Number. 

VT.    Handwriting 
A3nres'  Scale  for  Measuring  the  Quality  of  Handwriting  of  Adults.   This  scale  is  similar 
to  the  well-known  Ayres'  Scale,  "three  slant  edition"  except  samples  of  the 
handwriting  of  adults  were  used  in  its  construction. 
Publisher:  Russell  Sage  Foundation,  Division  of  Education,  New  York  City. 


March,  1920  BIBLIOGRAPHIES  239 

References:  Ayres,  L.  P,    A  scale  for  measuring  the  quality  of  handwriting  of  adults, 

(Division  of  Education,  Russell  Sage  Foundation,  Bulletin  E  138.) 
Penmanship:  determining  the  achievement  of  elementary  school  graduates  in  harid- 

writing  (Bulletin  No.  IX  of  the  Department  of  Educational  Investigation  and 

Measurement,  Boston  Public  Schools,  1916.) 

"On  November  23,  1914,  a  test  in  accurate  copying  was  given  to  4,494  pupils  in  the  first-year 
classes  of  fourteen  high  schools  in  Boston.  In  the  test  nothing  was  said  to  the  pupils  about  their 
penmanship,  hence  they  did  not  know  that  the  quality  of  their  handwriting  was  to  be  considered." 
The  Ayres'  Scale  for  Measuring  Handwriting  of  Adults  was  used  in  rating  these  samples.  Results 
are  given. 
Johnston,  J.  H.  "A  comparison  of  the  Ayres  and  Thorndike  handwriting  scales 

(containing  a  table  of  equivalent  values  in  the  two  scales),"  North  Carolina 

High  School  Bulletin,  7:170-73,  October,  1916. 

Ayres*  Handwriting  Scale,  "Gettysburg  Edition."  This  is  the  latest  edition  of  Ayres 
handwriting  scales.  Numerous  changes  have  been  introduced  which  make  it  a 
more  accurate  instrument  than  the  "three  slant  edition."  It  uses  the  first  three 
sentences  of  the  "Gettysburg  Oration"  as  copy  material. 

Publisher:  Russell  Sage  Foundation,  Division  of  Education,  New  York  City. 
Also  obtainable  from  the  Bureau  of  Educational  Research,  University  of 
Illinois,  Urbana,  Illinois. 
References:  Breed,  F.  S.    "The  comparative  accuracy  of  the  Ayres  Handwriting 
hnj^  Scale,  Gettysburg  Edition,"  Elementary  School  Journal,  18:459-63,  February, 

1918. 
The  "Gettysburg  Edition"  is  shown  to  yield  more  accurate  measures  than  the  "three  slant 
edition." 

Lewis,  E.  E.    "The  present  standard  of  handwriting  in  Iowa  Normal  Training 
High  Schools,"  Educational  Administration  and  Supervision,  1 :663-71,  Decern-* 
ber,  1915. 
"This  report  describes  an  investigation  of  the  quality  and  speed  of  the  handwriting  of  1,760 

third  and  fourth-year  students  in  166  Iowa  Normal  Training  High  Schools." 

Ayres*  Measuring  Scale  for  Handwriting,  "Three  Slant  Edition."  This  is  the  first  of 
the  handwriting  scales  devised  by  L.  P.  Ayres. 

Publisher:  Russell  Sage  Foundation,  Division  of  Education,  New  York  City. 
References:  Ayres,  L.  P.    A  scale  for  measuring  the  quality  of  the  handwriting  of 
school  children.  (Division  of  Education,  Russell  Sage  Foundation,  Bulletin 
No.  113). 

This  is  an  account  of  the  derivation  of  the  scale. 
f\l&:^      Courtis,  S.  A.    The  Gary  public  schools:  measurement  of  classroom  products.    New 

!^^  ^  York:  General  Education  Board,  1919,  p.  68. 

V.  8 

Cleveland  Free  Choice  Test.  This  refers  only  to  the  method  of  securing  samples  of  the 
handwriting  of  pupils. 

Reference:  Courtis,  S.  A.     The  Gary  public  schools:  measurement  of  classroom 
products.   New  York:  General  Education  Board,  1919,  p.  49. 


240  JOURNAL  EDUCATIONAL  RESEARH  Vol.  1,  No,  3 

VII.    History 
A.  General 
Rugg's  Tests  for  Historical  Judgment. 

Address:  E.  U.  Rugg,  Oak  Park  Higli  School,  Oak  Park,  Illinois. 
p      ^        Reference:  Rugg,  E.  U.    "Character  and  value  of  standardized  tests  in  history," 
^\  School  Review,  27:  757-71,  December,  1919. 

^'  The  author  discusses  the  existing  tests  in  the  field,  general  features  and  general  criticisms  of 

existing  tests,  value  of  the  testing  movement  in  history.    He  inserts  a  table  which  gives  the  following 
information:  name  and  title,  where  reported,  type,  kind  of  questions  and  general  comment. 

B.  Ancient  History 
Barnard's  Test  in  Roman  History.    A  test  covering  one  period  of  ancient  history. 
Address:  A.  F.  Barnard,  University  High  School,  University  of  Chicago,  Chicago, 
Illinois. 

Sackett's  Scale  in  Ancient  History.  This  scale  is  composed  of  six  tests  based  on  care- 
fully selected  information  in  ancient  history. 

Publisher:  L.  W.  Sackett,  University  of  Texas,  Austin,  Texas.    Also  obtamable 
from  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana,  Illi- 
nois. 
/<Dc  Reference:  Sackett,  L.  W.    "A  scale  in  ancient  history,"  Journal  of  Educational 

T  ?  Psychology,  8:284-93,  May,  1917. 

<^'  «  This  article  gives  the  derivation  of  the  scale. 

C.  United  States  History 
Barr's  Diagnostic  Tests  in  United  States  History.    A  test  to  diagnose  historical  abili- 
ties. 
Address:  A.  S.  Barr,  19  S.  La  Salle  Street,  Chicago,  Illinois. 

Harlan's  Test  of  Information  in  American  History.  This  is  an  information  test  in 
American  history.  It  consists  of  ten  exercises  based  on  an  analytical  study  of 
textbooks  in  American  history.  This  test  gives  the  teacher  a  measure  of  the 
efl&ciency  with  which  the  information  side  of  American  history  has  been  taught. 
It  may  be  used  in  first  year  of  high  school. 

Publisher:  Bureau  of  Educational  Research,  University  of  Illinois,  Urbana,  Illinois. 
Sackett*s  Scale  in  United  States  History.  This  scale  is  composed  of  seven  different 
tests  based  on  carefully  selected  information  in  United  States  history.  This  scale 
can  be  used  with  pupils  who  have  studied  history  above  the  sixth  grade.  It  is 
difficult  enough  to  test  most  high-school  and  college  students.  It  is  based  upon  the 
work  of  Bell  and  McCollum. 

Publisher:  L.  W.  Sackett,  University  of  Texas,  Austin,  Texas.    Also  obtainable 
from  Bureau  of  Educational   Research,   University  of   Illinois,  Urbana, 
Illinois. 
References:  Bell,  J.  C.  and  McCollum,  D.  F.    "A  study  of  the  attainments  of 
-1^  pupils  in  United  States  history,"    Journal  of  Educational  Psychology,  8:257- 

"  ^  74,  May,  1917. 

'''  ^  Sackett,  L.  W.    "A  scale  in  United  States  history,"    Journal  of  Educational 

Psychology,  10:345-49,  September,  1919. 


March,  1920  BIBLIOGRAPHIES  241 

Starches  American  History  Test,  Series  A.     This  test  consists  of  69  mutilated  sen- 
tences in  which  the  pupil  is  asked  to  write  the  missing  words  or  phrases. 
Publisher:  University  Cooperative  Co.,  Madison,  Wisconsin. 

VIII.    Mathematics 
A.  General 
Rogers'  Mathematics  Tests.    These  are  a  series  of  tests  designed  to  measure  several 
types  of  ability  in  the  field  of  mathematics.   The  series  include  tests  on  arithmetic 
and  algebra  as  well  as  geometry. 
Publisher:  Bureau   of   Publications,   Teachers   College,    Columbia   University, 

New  York  City. 
Reference:  Rogers,  A.  L.     Experimental  tests  of  mathematical  ability  and  their 
prognostic  value.     (Teachers  College  Contributions  to  Education,  No.  89.) 
New  York:  Teachers  College,  Columbia  University,  1918. 

Miss  Rogers  discusses  in  her  thesis  (1)  summary  of  previous  work;  (2)  general  conditions  of  the 
present  investigation,  application  of  the  tests  and  system  of  scoring;  (3)  analysis  of  mathematical 
ability;  (4)  prognosis  of  mathematical  ability. 

B.  Arithmetic 
Buckingham's  Scale  for  Problems  in  Arithmetic.  This  scale  consists  of  three  divisions 
called:  Division  1,  Division  2,  and  Division  3,  which  are  designed  for  different 
grades.  Each  division  consists  of  ten  problems  evaluated  in  terms  of  difficulty. 
Difficulty  is  understood  to  mean  the  difficulty  of  getting  the  correct  answer. 
Problems  in  Division  3  are  in  most  cases  sufficiently  difficult  for  use  in  the  high 
school. 

Publisher:  Bureau  of  Educational  Research,   University  of  Illinois,  Urbana, 
Illinois. 

Qeveland  Survey  Arithmetic  Tests.    They  were  designed  for  use  in  the  survey  of  the 
Cleveland  public  schools.    The  series  consists  of  fifteen  tests,  including  four  in 
addition,  two  in  subtraction,  three  in  multiplication,  four  in  division,  and  two  in 
addition  and  subtraction  of  common  fractions. 
Publisher:  Bureau  of  Educational  Research,  University  of  Illinois,   Urbana, 

Illinois. 
References:  Counts,  G.  S.    Arithmetic  tests  and  studies  in  the  psychology  of  arith- 
metic.   (Supplementary  Educational  Monographs,  v,  1,  no. 4)  Chicago:  Uni- 
versity of  Chicago  Press,  1917. 
Courtis,  S.  A.    The  Gary  public  schools:  measurement  of  classroom  products.    New 
York:  General  Education  Board,  1919,  p.  147. 

Courtis  Standard  Research  Tests,  Series  B.  These  are  the  well-known  Courtis  arith- 
metic tests.  The  series  consists  of  four  tests,  one  on  each  of  the  operations  with 
integers. 

Publisher:  S.  A.  Courtis,  82  Eliot  St.,  Detroit,  Michigan.    Also  obtainable  from 
Bureau  of  Educational  Research,  University  of  Illinois,  Urbana,  Illinois. 
o     References:  School  report  of  the  town  of  Southington,  Connecticut,  1919,  p.  24. 

An  account  of  the  use  of  the  Courtis  Arithmetic  Tests,  Series  B,  in  first-year  high-school  com- 
mercial classes. 


242  JOURNAL  EDUCATIONAL  RESEARCH  Vol  1,  No.  3 

LrtZ^o        Courtis,  S.  A.    The  Gary  public  schools:  measurement  of  classroom  products.    New 
Ct-LCt->>  York:  General  Education  Board,  1919,  p.  147  ff. 

^  >  *^  In  addition  to  reporting  on  the  use  of  these  tests  in  the  high  school,  the  author  gives  an  account 

of  how  his  tests  were  constructed  and  a  discussion  of  their  validity  and  reliability. 

C.  Algebra 
Coleman's  Scale  for  Testing  Ability  in  Algebra.    This  test  consists  of  a  series  of  exer- 
cises arranged  in  order  of  difi&culty. 
Publisher:  W.  H.  Coleman,  Bertrand,  Nebraska. 

Hotz's  First- Year  Algebra  Scale.  These  scales  consist  of  five  lists  of  algebra  exercises: 
(1)  addition  and  subtraction;  (2)  multiplication  and  division;  (3)  equation  and 
formula;  (4)  problems;  and  (5)  graphs.  In  each  list  the  exercises  are  arranged  in 
order  of  difficulty.  These  scales  are  designed  to  determine  the  ability  of  pupils 
in  terms  of  the  exercises  which  just  50  percent  of  the  class  are  able  to  solve  cor- 
rectly. They  are  instruments  for  measuring  the  abilities  of  classes  rather  than  of 
individuals.    No  measure  of  rate  of  work  is  secured. 

Publisher:  Bureau  of  Publications,  Teachers  College,  Columbia  University, 
New  York  City.  Also  obtainable  from  Bureau  of  Educational  Research, 
University  of  Illinois,  Urbana,  Illinois. 
References:  Hotz,  H.  G.  First-year  algebra  scales.  (Teachers  College  Contribu- 
tions to  Education,  No.  90.)  New  York:  Teachers  College,  Columbia 
University,  1918. 

Dr.  Hotz  in  his  thesis  discusses  the  origin  and  use  of  the  First- Year  Algebra  Scales. 
Cawl,  F.  R.    "Practical  uses  of  an  algebra  standard  scale,"  School  and  Society, 
10:88-90,  July  19,  1919. 
An  account  of  the  ways  in  which  the  Hotz  First-year  Algebra  Scales  are  of  value  to  the  super- 
intendent and  teacher. 

Indiana  Algebra  Tests.     A  series  of  twelve  tests  which  incorporated  Monroe's 

Standard  Research  Tests  in  Algebra  and  six  tests  devised  by  H.  G.  Childs  of 

Indiana  University.    Not  available  for  use. 

Reference:  Childs,  H.  G.    "The  measurement  of  achievement  in  algebra,"  Third 
Conference  on  Educational  Measurements.    (Bulletin  of  the  Extension  Divi- 
sion, Indiana  University,  v.  2,  no.  6)  1917,  p.  171-83. 
Sample  exercises  from  tests  are  reproduced  and  results  tabulated.  Monroe's  and  Rugg's  tests 

are  compared. 
Los  Angeles  Test  in  9A  Algebra.   This  test  was  devised  by  a  committee  of  Los  Angeles 

high-school  teachers.    It  is  based  on  the  work  of  Rugg  and  Clark. 

Reference:  Second  year  book  of  the  Division  of  Educational  Research,  Los  Angeles, 
California,  July,  1919,  p.  113. 

The  test  is  reproduced  with  answers,  results  and  graphs. 

Monroe's  Standard  Research  Tests  in  Algebra.  These  tests  are  based  upon  the  simple 
equation  and  the  steps  involved  in  its  solution.  There  are  five  tests,  one  upon  each 
of  the  processes  involved  and  a  sixth  test  requiring  a  complete  solution  of  a  simple 
equation. 

Publisher:  Bureau  of  Educational  Measurements  and  Standards,  Kansas  State 
Normal  School,  Emporia,  Kansas. 


a^- 


April,  1920  BIBLIOGRAPHIES  311 

jn*ocl         References:  Monroe,  Walter  S.     "Test  of  attainment  of  first-year  high  school 
'  ' '  students  in  algebra,"  School  Review,  23:159-71,  March,  1915. 

This  contains  an  account  of  the  derivation  of  the  tests  and  their  use  with  high  school  pupils. 

Monroe,  Walter  S.    "Measurement  of  certain  algebraical  abilities,"  School  and 

Society,  1:393-5,  March  13,  1915. 
Second  and  third  annual  reports  of  the  Bureau  of  Educational  Measurements  and 

Standards,  1915-1917,  p.  76  ff. 

Results  for  twenty-five  cities  are  given. 

Rugg  and  Clark's  Standardized  Tests  in  First- Year  Algebra.  This  series  includes  six- 
teen tests  which  are  intended  to  measure  the  ability  to  do  all  of  the  types  of  exer- 
cises in  the  work  of  the  first  year. 

Publisher:  University  of  Chicago  Press,  Chicago,  Illinois. 

References:  Rugg,  H.  G.  "The  experimental  determination  of  standards  in  the 
first-year  algebra,"  School  Review,  24:37-66,  January,  1916. 

The  author  states,  "A  report  of  the  mathematics  section  of  the  Illinois  High  School  Conference 
of  a  preliminary  investigation  for  the  purpose  of:  (1)  establishing  certain  methods  by  which  stand- 
ards for  measuring  the  outcomes  of  a  year's  instruction  in  high-school  algebra  may  be  constructed; 
(2)  stating  tentative  results  obtained  in  eight  Illinois  high  schools;  (3)  making  certain  criticisms  of 
the  learning  and  teaching  process  in  algebra." 

Rugg,  H.  O.  and  Clark,  J.  R.  "The  improvement  in  ability  in  the  use  of  the 
formal  operations  of  algebra  by  means  of  formal  practice  exercises,"  School 
Review,  25:546-54,  October,  1917. 

Suggestions  and  directions  for  the  use  of  such  material  in  a  cooperative  experiment  in  the  teach- 
ing of  first-year  algebra,  carried  on  with  a  number  of  progressive  teachers  seeking  to  improve  the 
teaching  of  the  subject. 

Rugg,  H.  O.  and  Clark,  J.  R.    "Standardized  tests  and  the  improvement  of  teach- 
ing in  first-year  algebra,"  School  Review,  25:113-32,    196-213,  February- 
March,  1917. 
This  final  report  made  to  the  Illinois  High  School   Conference  includes  an  account  of  the 

derivation  of  their  tests.    A  reproduction  (including  "verbal  problems")  and  the  standardization  of 

the  tests. 

Rugg,  H.  O.  and  Clark,  J.  R.    Scientific  method  in  the  reconstruction  of  ninth-grade 
mathematics.    (Supplementary  Educational  Monographs,  v.  2,  no.  1,  April, 
1918),  p.  52-86.    Chicago:  University  of  Chicago  Press,  1918. 
"Ift  this  monograph  the  authors  discuss  the  design  and  the  construction  of  standardized  tests 
in  secondary  mathematics  and  what  the  standardized  tests  revealed." 

Stromquist's  Preliminary  Algebra  Tests.     This  series  includes  tests  upon 
the  following  operations:  (1)  addition;  (2)  subtraction;  (3)  multiplica- 
tion; (4)  division;  and  (5)  factoring. 
Publisher:  University  of  Wyoming,  Laramie,  Wyoming. 

Thorndike*s  Algebra  Test.  This  is  a  series  of  eight  exercises  arranged  in 
order  of  increasing  diflBculty  as  determined  by  the  opinion  of  competent 
judges. 

Reference:  Thorndike,  E.  L.     "An  experiment  in  grading  problems  in 
algebra,"  Mathematics  Teacher,  6:123-34,  March,  1914. 


312  JOURNAL  EDUCATIONAL  RESEARCH  Vol  1,  No.  4 

D.  Geometry 
Irwin's  Tests  in  Mental  Manipulations  of  Space  Relations.  The  author  feels 
that  this  abiUty  is  not  confined  to  mathematics  alone,  but  it  is  constantly 
in  demand  in  other  lines  as  sewing,  general  science,  drawing,  English, 
etc.  He  has,  therefore,  worked  out  four  tests  (Tests  A-D)  which  should 
"yield  a  rough  measure  of  the  ability  of  each  pupil  in  a  class  to  image 
space  relations." 

Address:  H.  N.  Irwin,  Fairmount  Junior  High  School,  Cleveland,  Ohio. 
^    .         Reference:  Irwin,  H.  N.     "Preliminary  attempt  to  devise  a  test  of  the 
fVuL^^i  -  abihty  of  high  school  pupils  in  the  mental  manipulations  of  space 

relations,"    School    Review,    26:600-6,    654-70,    759-72,    October- 
December,  1918. 

The  derivation  of  the  tests  is  described  and  the  tests  are  reproduced. 

Minnick's  Geometry  Tests.  This  series  of  tests  is  based  on  the  assumption 
that  demonstration  of  a  geometrical  theorem  involves  the  following 
abilities:  (1)  the  ability  to  draw  the  figure;  (2)  the  ability  to  state  the 
hypothesis  and  conclusion;  (3)  the  ability  to  recall  facts  concerning  the 
figure;  (4)  the  ability  to  select  and  organize  facts  so  as  to  produce  the 
proof. 

Publisher:  J.  H.  Minnick,  University  of  Pennsylvania,  Philadelphia, 
Pennsylvania.     Also  obtainable  from  Bureau  of  Educational  Re- 
search, University  of  Illinois,  Urbana,  Illinois. 
Vj,  Reference:  Minnick,  J.  H.     "A  scale  for  measuring  pupils'  ability  to 

y^"^^"^  demonstrate    geometrical    theorems,"    School    Review,    27:101-9, 

February,  1919. 

Study  based  on  tests  given  in  thirty  high  schools  throughout  the  country  and  ranging  in  size 
from  a  few  hundred  pupils  to  several  thousand.  These  pupils  had  completed  either  the  first  two 
books  of  plane  geometry  or  all  of  plane  geometry.    Illustrated  by  graphs  and  tables. 

j  of-  Minnick,  J.  H.     "Certain  abilities  fundamental  to  the  study  of  geom- 

*i  J  «?j  etry,"  Journal  of  Educational  Psychology,  9:83-90,  February,  1918. 

The  author  discusses  the  four  abilities  which  are  fundamental  to  the  study  of  geometry;  how 
are  these  abilities  related  to  teaching;  to  what  extent  are  these  four  abilities  developed;  development 
of  a  series  of  te3ts  which  may  be  used  for  the  purpose  of  diagnosis. 

Minnick,  J.  H.     An  investigation  of  certain  abilities  fundamental  to  the 
study  of  geometry.     Philadelphia:  University  of  Pennsylvania,  1918. 

In  this  monograph  Dr.  Minnick  gives  an  analysis  of  geometrical  ability  and  a  complete  account 
of  the  derivation  of  his  tests. 

Starch's  Geometry  Test. 

Address:  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 

Stockard  and  Bell  Geometry  Test.  A  test  of  seventy  questions  which 
involve  drawing  figures,  naming  figures,  indicating  order  of  development 
in  demonstration,  completing  statements,  stating  the  converse,  defini- 
tions, regular  polygons,  parts  of  a  demonstration,  etc. 
Stockard,  L.  V.  and  Bell,  J.  Carleton.  "A  preliminary  study  of  the 
1^^  measurement  of  abilities  in  geometry,"  Journal  of  Educational 

^^  Psychology,  7:567-80,  December,  1916. 

^'  (  Derivation,  preliminary  form  reproduced.    Analysis  of  results. 


AprU.mO  BIBLIOGRAPHIES  313 

IX.  Mental.  Tests 

Army  Tests.  The  mental  tests  which  have  been  used  extensively  in  the 
army  were  prepared  by  the  Psychology  Committee  of  the  National 
Research  Council.    Three  systems  of  tests  are  now  in  use: 

1.  Alpha.  This  is  a  group  test  designed  for  men  who  can  read  English. 
It  requires  only  fifty  minutes  to  give.  The  exercises  are  designed  so  they 
may  be  answered  without  writing,  merely  by  underlining,  crossing  out, 
or  checking.  The  papers  may  be  scored  by  means  of  stencils,  so  that 
nothing  is  left  to  the  personal  judgment  of  those  who  do  the  scoring. 

2.  Beta.  This  is  a  group  test  for  foreigners  and  illiterates.  Success  in 
Beta  does  not  depend  upon  knowledge  of  the  English  language,  as  the 
instructions  are  given  entirely  by  pantomime  and  demonstration. 

3.  Individtial  Tests.  Three  forms  of  individual  tests  are  used:  Yerkes- 
Bridges  Point  Scale,  the  Stanford-Binet  Scale,  and  the  Performance 
Scale. 

Address:  Division  of  Psychology,  Medical  Department,  War  Depart- 
ment, Washington,  D.  C. 

References:  Army  mental  tests,  methods,  typical  results,  and  practical 
application.    Washington,  D.  C,  November,  1918. 

This  bulletin  describes  the  three  types  of  tests  used  in  the  army.  It  also  gives  an  explanation  of 
letter  ratings  and  directions  for  the  use  of  intelligence  ratings. 

Madsen,  I.  N.  and  Sylvester,  R.  H.  "High  school  students'  intelligence 
ratings  according  to  the  army  alpha  test,"  School  and  Society, 
10:407-10,  October  4,  1919. 

Results  of  the  Alpha  test  given  to  the  high-school  students  of  Rockford,  Illinois,  Madison, 
Wisconsin,  and  Sioux  City,  Iowa. 

Madsen,  I.  N.  "High  school  students'  intelligence  ratings  according  to 
the  army  alpha  test,"  School  and  Society,  11:298-300,  March  6,  1920. 

Noble,  E.  L.  "University  students'  intelligence  ratings  according  to  the 
army  alpha  test,"  School  and  Society,  11:233-37,  February  21,  1920. 

Webb,  L.  W.  "Ability  in  mental  tests  in  relation  to  reading  ability," 
School  and  Society,  11:567-70,  May  8,  1920. 

Van  Wagenen,  M.  J.  "Our  schools  as  measured  by  the  army  tests," 
Educational  Administration  and  Supervision,  5:163-76,  April,  1919. 

Mr.  Van  Wagenen  states:  "The  use  of  the  Army  Tests  in  certain  elementary  schools,  high 
schools,  and  universities  for  the  purpose  of  gathering  information  for  the  use  of  psychologists  in  the 
army  has,  at  the  same  time,  revealed  very  clearly  certain  facts  about  the  schools,  the  students 
tested,  and  possible  values  of  mental  tests  in  educational  practice."  The  author  describes  Army 
Test  E  and  compares  it  with  Alpha,  form  6.  Table  II  gives  the  weighted  scores  of  elementary  school 
pupils,  high  school  freshmen,  and  college  men  and  women. 

Materials  from  the  Army  Tests  under  the  title  of  "National  Intelli- 
gence Tests"  have  been  standardized  by  a  committee  of  the  National 
Research  Council.  They  are  to  be  published  this  spring,  1920,  by  the 
World  Book  Company,  Yonkers,  New  York. 

Holley's  Sentence  Vocabiilary  Scale.  This  scale  has  been  devised  with  the 
Terman  Stanford-Binet  Vocabulary  as  a  basis.    The  words  of  this  well- 


314  JOURNAL  EDUCATIONAL  RESEARCH  Vol  1,  No.  4 

known  vocabulary  are  put  in  sentences,  the  last  word  of  which  is  found 
among  four  words  to  the  right.  The  pupils  indicate  the  correct  responses 
by  underlining  the  word  which  completes  the  sentence.  This  scale  has 
been  found  to  be  a  fair  measure  of  intelligence.  Series  3B  is  for  grades 
VII  to  XII. 
Publisher:  Bureau   of   Educational   Research,    University   of   Illinois, 

Urbana,  Illinois. 
Reference:  First  annttal  report  of  Bureau  of  Educational  Research,  1918- 

1919. 

Otis*  Group  Intelligence  Scale.    This  scale  is  composed  of  ten  tests  which 
measure  various  phases  of  mental  ability.    Two  forms  of  the  scale  are 
available.     They  may  be  used  in  grades  vi  to  xn. 
Publisher:  World  Book  Company,  Yonkers,  New  York. 
References:  Otis,  A.  S.     "An  absolute  point  scale  for  the  group  measure- 
'9^  ment  of  intelligence,"  Journal  of  Educational  Psychology,  9:239-61, 

\,^  333-48,  May- June,  1918. 

Report  of  the  Department  of  Research,  being  part  of  a  report  of  the  superin- 
tendent of  schools  of  Oakland,  California,  1917,  p.  210. 

Theisen  and  Fleming*s  Classification  Test.    A  group  test  based  on  the  Army 
Test  (Alpha),  has  been  successfully  used  for  high-school  purposes.    Takes 
fifty  minutes  to  give  and  may  be  scored  at  the  rate  of  15  papers  per  hour. 
Publisher:  Bureau  of  Publications,  Teachers  College,  Columbia  Univer- 
sity, New  York  City. 
L^i  Reference:  An  article  by  Dr.   Theisen  entitled,   "Group  Intelligence 

TS-^  Tests,"  will  appear  in  an  early  number  of  the  Journal  of  Educational 

Research. 

Thurstone*s  Psychological  Examination  for  College  Freshmen  and  High 
School  Seniors. 

Address:  L.  L.  Thurstone,  Carnegie  Institute  of  Technology,  Pittsburgh, 
Pennsylvania. 

X.    Music 
Baldwin's  Public  School  Music  Test.    A  preliminary  test  of  the  efficiency  of 
public  school  music.     It  is  aimed  to  measure  the  accomplishment  of 
pupils.  In  this  respect  it  is  similar  to  the  Courtis  Standard  Research  Tests 
in  Arithmetic. 

Reference:  Baldwin,  Ralph.  "Efficiency  in  school  music  teaching  and 
practical  test  of  the  same,"  Music  supervisors'  national  conference 
proceedings,  1914,  p.  43-50. 

On  page  46  the  test  is  reproduced. 

Seashore's  Musical  Talent  Chart.  This  chart  is  based  upon  the  analysis  of 
musical  ability  and  offers  a  graphic  means  of  representing  the  pupil's 
musical  ability.     The  pupil's  musical  abilities  are  measured  by  his 


April,  1920  BIBLIOGRAPHIES  315 

response  to  tones  which  are  mechanically  produced.  The  chart  is 
simply  a  convenient  device  for  recording  the  responses  of  the  pupil. 
The  records  for  testing  a  child  are  made  by  the  Columbia  Graphophone 
Company,  Wool  worth  Building,  New  York.  The  Manual  for  Measures 
of  Musical  Talent,  furnished  free  by  the  Educational  Department  of  the 
Columbia  Graphophone  Company,  contains  directions,  norms,  and 
interpretations. 

References:  Seashore,  C.  E.  "The  measurement  of  musical  t«,lent," 
Musical.  Quarterly,  1:129-48,  January,  1915. 

A  discussion  of  the  elements  which  make  up  musical  talent  and  the  derivation  of  the  Musical 
Talent  Chart,  the  chart  itself,  and  its  meaning  and  use. 

Seashore,  C.  E.  "The  r6le  of  a  consulting  supervisor  in  music,"  Eight- 
eenth Yearbook  of  the  National  Society  for  the  Study  of  Education, 
1919,  part  II,  p.  111-23. 

Account  of  the  use  of  the  test  in  the  elementary  schools  and  with  adults.    Mr.  Seashore  states 
that  the  best  time  to  use  the  chart  is  in  the  fifth  grade. 

Seashore,  C.  E.  The  psychology  of  musical  talent.  Boston;  Silver 
Burdett  and  Company,  1919. 

The  system  of  evaluation  of  musical  talents  is  reviewed  and  a  chapter  is  devoted  to  each  of  the 
five  double  disk  records. 

Seashore,  C.  E.  Vocational  guidance  in  music.  (University  of  Iowa 
Monographs,  first  series,  no.  2,  September,  1916.) 

Copies  may  be  obtained  on  request  from  the  librarian  of  the  University  of  Iowa,  Iowa  City, 
Iowa.     A  discussion  of  the  value  of  the  Musical  Talent  Chart. 

"Testing  for  musical  talent,"  Musician,  24:10,  July,  1919. 

A  discussion  of  Seashore's  tests. 

XI.    Physical  Training 

Athletic  Badge  Tests  for  Boys.  These  tests  are  not  a  complete  measure  of 
physical  efficiency,  but  they  serve  as  a  fair  index  of  heart,  lung,  and 
muscular  development.  They  comprise  a  sixty-yard  dash,  standing 
broad  jump,  and  a  pull  up.  Standards  have  been  worked  out.  These 
tests  have  been  used  in  the  high  schools  of  Gary,  New  Orleans,  Seattle, 
Buffalo,  and  New  York. 
Publisher:  Playground  and  Recreation  Association  of  America,  1  Madison 

Avenue,  New  York  City. 
Reference:  Hanmer,  L.  F.     Gary  public  schools:  physical  training  and 

play.    New  York:  General  Education  Board,  1919. 

Athletic  Badge  Tests  for  girls.    This  test  is  similar  to  the  one  for  boys,  but 
being  a  newer  series  has  no  standard. 
Publisher:    Playground     and     Recreation     Association     of     America, 

1  Madison  Avenue,  New  York  City. 
Reference:  Hanmer,  L.  F.     Gary  public  schools:  physical  training  and 
play.    New  York:  General  Education  Board,  1919. 

Mr.  Hanmer  states:  "The  results  (for  the  girls)  are  therefore  no  more  satisfactory  than  the 
results  of  the  boys'  test.   There  is  also  the  same  imevenness  and  irregularity  in  development." 


316  JOURNAL  EDUCATIONAL  RESEARCH  Vol.  1,  No.  4 

Baldwin*s  Physical  Development  Scale.  Separate  scales  are  given  for  boys 
and  girls.  Each  scale  gives  norms  for  height,  weight,  and  breathing 
capacity  for  each  year  from  the  kindergarten  to  the  last  year  of  the  high 
school.  This  scale  is  included  in  Rapeer's  Scale  for  Measuring  Physical 
Education. 

Address:  Bird  T.  Baldwin,  University  of  Iowa,  Iowa  City,  Iowa. 
Reference:  Baldwin,  B.  T.    "A  measuring  scale  for  physical  growth  and 
physiological  age,"  Fifteenth  Yearbook  of  the  National  Society  for 
the  Study  of  Education,  1916,  part  I,  pp.  20-21. 

Rapeer*s  Scale  for  Measuring  Physical  Education.    This  is  a  score  card  for 
judging  five  aspects  of  the  results  of  physical  education,  i.e.,  health, 
physiological  efiiciency,   physical   development,   physical   ability   and 
mental  qualities. 
Address:  L.  W.  Rapeer,  1719  H.  Street  N.  W.,  Washington,  D.  C. 

XII.    Reading 

Kansas  Silent  Reading  Tests.    Test  III  of  this  series  is  designed  for  the  high 
school.    It  consists  of  a  series  of  exercises  in  which  the  pupil  is  asked  to 
read  a  short  paragraph  and  answer  a  single  question  on  it.    The  adminis- 
tration of  the  test  is  very  simple  and  it  has  been  very  widely  used. 
Publisher:  Bureau  of  Educational  Measurements  and  Standards,  Kan- 
sas State  Normal  School,  Emporia,  Kansas. 
References:  Kelly,  F.  J.     The  Kansas  Silent  Reading  Test  (Studies  by 
the  Bureau  of  Educational  Measurements  and  Standards,  No.  3), 
Emporia,  Kansas:  Kansas  State  Normal  School,  1915. 

This  contains  the  complete  account  of  the  derivation  of  the  test. 

1^  Kelly,  F.  J.    "The  Kansas  silent  reading  test,"  Journal  of  Educational 

\,n  Psychology,  7:63-80,  February,  1916. 

This  is  a  partial  account  of  the  derivation  of  the  test, 

A  Monroe,  Walter  S.    "A  report  on  the  use  of  the  Kansas  silent  reading 

■r-<^  tests  with  over  one  hundred  thousand  children,"  Journal  of  Educa- 

^  cj  tional  Psychology,  9:600-8,  December,  1917. 

The  author  concludes  that  the  Kansas  tests  place  more  emphasis  upon  comprehension  than 
upon  rate  of  reading. 

<f>ji>^  '^        Smith,  B.  M.    "Correlation  of  ability  in  reading  with  the  general  grades 
in  high  school,"  School  Review,  27:493-511,  September,  1919. 

In  trying  to  determine  the  correlation  between  abilities  in  reading  and  school  abilities  in  the 
Oak  Park,  Illinois,  high  school  Miss  Smith  used  the  Kansas  Silent  Reading  and  three  other  tests 
which  she  devised.   Correlations  are  given  for  Kansas  Silent  Reading  as  well  as  the  other  tests. 

/_/)3^<  An  educational  survey  of  Janesville,  Wisconsin.     Madison,  Wisconsin: 

J3  ^'  '^  State  Department  of  Public  Instruction,  1918,  p.  261. 

An  account  of  the  use  of  the  Kansas  Silent  Reading  tests  in  high  school. 

Monroe's  Standardized  Silent  Reading  Tests.  This  series  of  silent  reading 
tests  is  essentially  a  revision  of  the  Kansas  Silent  Reading  Tests  de- 
scribed above. 


AprU,  1920  BIBLIOGRAPHIES  317 

Publisher:  Bureau  of   Educational   Research,    University   of   Illinois, 

Urbana,  Illinois. 
Reference:  Monroe,  Walter  S.    "Monroe's  standardized  reading  tests," 

Journal  of  Educational  Psychology,  9:303-12,  June,  1918. 

This  is  an  account  of  the  derivation  o*  the  revision.  The  Kansas  Silent  Reading  Tests  have 
been  criticized  because  many  of  the  tests  resembled  arithmetical  puzzles  rather  than  ordinary  reading 
material.    In  the  revision  the  paragraphs  have  been  selected  from  school  readers. 

_i  z*?  School  report  of  the  town  of  Southington,  Connecticut,  1919,  p.  17. 

/]  >7  An  account  of  the  use  of  these  tests  in  the  high  school. 


h'l- 


Neher's  High  School  Vocabulary  Scale.  A  test  consisting  of  one  hundred 
words  chosen  from  the  top  of  every  third  column  of  Laird  and  Lee's 
Vest  Pocket  Dictionary. 

Address:  H.  L.  Neher,  Northwestern  University,  Evanston,  IlHnois. 
Reference:  Neher,  H.  L.     "Measuring  the  vocabulary  of  high  school 
pupils,"  School  and  Society,  8:355-59,  September  21,  1918. 

Reproduction  of  the  test,  scores  obtained  through  experimentation  and  conclusions  reached. 

St.  Paul  Survey  Silent  Reading  Scale  for  High  School.  This  scale  is  similar 
to  Minnesota  Scale  Beta,  the  derivation  of  which  is  based  on  Thorn- 
dike's  Scale  Alpha  2. 

References:  Report  of  a  survey  of  the  school  system,  St.  Paul,  Minnesota, 
0^,-^  1917,  p.  375-401. 

^  The  tests  and  questions  are  reproduced.    Methods  of  scoring  and  a  comparison  of  scores  are 

o  3  ^  ''■'  also  given. 

Haggerty,  M.  E.  and  Thomas,  M.  J.  "PreHminary  study  of  the  reading 
attainments  of  college  freshmen,"  School  and  Society,  6:230-38, 
August  25,  1917. 

The  test  was  given  to  the  college  freshmen  and  was  also  given  to  two  hundred  and  fifty  members 
of  the  senior  class  in  the  St.  Paul  high  school.  The  test  which  is  reproduced  in  this  article  includes  a 
number  of  the  exercises  from  the  St.  Paul  Survey  Test. 

^'    Smith's  Silent  Reading  Paragraphs  for  High  Schools.     Miss  Smith  has 
devised  three  informal  silent  reading  tests.  The  tests  are  as  follows: 
Test  I.  Paragraph  Test.    Ability  to  grasp  central  idea.    Four  paragraphs 

were  chosen  from  "A  Father  to  His  Freshman  Son  in  College," 

{Atlantic  Monthly). 
Test  II.  Information   Test.     Ability  to  recall  items  of  information. 

Selections  were  taken  from  the  Independent. 
Test  III.   Narrative  Test.    Ability  to  follow  plot.    Selection  was  a  story 

from  an  inside  page  of  Chicago  Daily  Tribune. 
Address:  Bertha  M.  Smith,  Oak  Park  High  School,  Oak  Park,  Illinois. 
Reference:  Smith,  B.  M.    "Correlation  of  ability  in  reading  with  general 

grades  in  high  school,"  School  Review,  27:493-511,  September,  1919. 

The  tests  were  given  to  determine  the  correlation  between  abilities  in  reading  and  school 
abilities.   The  four  reading  tests  used  are  described  and  the  author's  three  tests  are  reproduced. 

V     Starch's  English  Vocabulary  Test.     This  test  is  designed  to  measure  the 
percent  of  words  of  the  entire  English  vocabulary  as  well  as  the  absolute 


318  JOURNAL  EDUCATIONAL  RESEARCH  Vol,  i,  No.  4 

number  of  words  that  a  person  understands.  The  test  consists  of  several 
sets  of  one  hundred  words  which  were  selected  at  uniform  intervals  from 
the  entire  English  vocabulary — Webster's  New  International  Dic- 
tionary. 

Address:  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 
LQ^^O'S' I  Reference:  Starch,    Daniel.    Educational    measurements.      New    York: 

^^  Macmillan,  1916,  p.  38  £F. 

The  test  is  reproduced.  Tentative  scores  are  shown  for  different  grades  in  the  high  school  as 
well  as  for  elementary  school  and  college. 

Thorndike's  Scale  Alpha  2  for  Measuring  the  Understanding  of  Sentences. 
This  scale  consists  of  a  series  of  paragraphs  and  questions  about  the 
paragraphs  arranged  in  order  of  difficulty  of  comprehension.    This  scale 
^^  measures  only  the  degree  of  comprehension  and  does  this  in  terms  of 

difficulty  of  the  exercise  which  the  pupil  is  able  to  do  80  percent  correctly. 
Part  II  may  be  used  in  grades  VI  to  Xll. 

Publisher:  Bureau  of  Publications,  Teachers'  College,  Columbia  Univer- 
sity, New  York  City. 
References:  Thorndike,  E.  L.    "Improved  scale  for  measuring  ability  in 
f^;u^  reading,"  Teachers  College  Record,  16:445-67,  17:40-67,  November, 

1915, January, 1916. 

The  test,  key  and  score  sheet  are  reproduced  in  the  November  issue  along  with  the  discussion  of 
the  use  of  the  scale  method  of  scoring,  and  the  interpretation  of  scores.  The  derivation  of  the 
test  is  in  the  November  number. 

^  Kelley,  T.  L.    "Thorndike's  reading  scale  alpha  2  adapted  to  individual 

testing,"  Teachers  College  Record,  18:253-60,  May,  1917. 

Directions  for  using  the  scale  with  individual  rather  than  with  the  class  as  the  author  intended. 

XIII.    Science 
A.  General 
Caldwell's  Science  Tests.     The  tests  may  be  divided  into  three  groups. 
Group  I  consisting  of  two  pairs  of  tests  deals  with  observation  and  dis- 
crimination.   Group  II  relates  primarily  to  the  pupil's  ability  to  recog- 
nize natural  phenomena,  to  recall  experiences  in  science  study  and  to 
make  constructive  statements  regarding  these  experiences.     Group  III 
consists  of  two  tests  of  ability  to  give  reasons  for,  to  interpret,  or  to 
explain  changing  phenomena — the  changes  occurring  in  the  presence  of 
pupils  in  the  form  of  an  experiment  or  demonstration.    These  tests  were 
used  in  the  senior  classes  of  the  Gary,  Indiana  high  school. 
Reference:  Caldwell,  O.  W.     The  Gary  public  schools:  science  teaching. 
New  York:  General  Education  Board,  1919. 

Chapter  X  is  devoted  especially  to  the  reproduction  of  the  tests  which  have  been  prepared  by 
Mr.  Caldwell. 

Downing's  Information  Tests  in  Science.    A  vocabulary  test  of  one  hundred 
scientific  terms  covering  the  entire  field  of  high-school  science.     The 
pupils  are  asked  to  put  the  letter  "E"  before  a  word  he  can  explain,  and 
the  letter  "F"  before  a  word  which  he  has  heard  about. 
Address:  Elliot  R.  Downing,  University  of  Chicago,  Chicago,  Illinois. 


Aprily  1920  BIBLIOGRAPHIES  319 

Reference:  Downing,  E.  R.    "A  range  of  information  tests  in  science," 
l^u^kJ^  School  Science  and  Mathematics,  19:228-33,  March,  1919. 

The  author  reproduces  the  list  of  one  hundred  terms  and  states  results  with  about  fifteen 
hundred  students  in  seventh  and  eighth  grades,  high  school,  and  university. 

Grier's  Range  of  Information  Test  in  Biology. 

1^^  Reference:  Grier,   N.    M.     "Range  of   information   test   in   biology," 

rw  Journal  of  Educational  Psychology,  9:210-16,  388-93,  April-Septem- 

y.  ^  ber,  1918. 

The  design  of  the  tests  is  that  described  by  Whipple  in  his  Range  of  Information  Test.    The 
first  number  contains  a  description  of  a  test  in  physiology  and  the  second  one  in  zoology. 

Herring's  Tests  in  Scientific  Thinking.  Series  of  three  tests  on  each  of  eleven 
abilities  involved  in  scientific  thinking. 

Reference:  Herring,  J.  P.    "Measurements  of  some  abilities  in  scientific 
)•  thinking,"  Journal  of  Educational  Psychology,  9:535-58,  December, 

1919. 

The  tests  are  reproduced  and  results  of  their  application  to  one  pupil  is  given. 

Ruch*s  Range  of  Information  Test  in  General  Science.    This  test  consists  of 
fifty  scientific  terms  assembled  upon  the  basis  of  frequency  in  general 
science  texts.    As  three  series  of  words  are  given,  a  different  series  may 
be  given  during  the  year. 
Address:  G.   M.   Ruch,   School  of  Education,   University  of  Oregon, 

Eugene,  Oregon. 
Reference:  Ruch,    G.   M.     "A  range  of  information   test  in   general 

science,"  General  Science  Quarterly,  4:257-62,  November,  1919. 

Describes  the  derivation  of  the  test  which  is  reproduced.    The  method  for  scoring  is  discussed. 

B.  Chemistry 
Bell's  First-Year  Chemistry  Test.    A  test  of  25  questions  which  the  author 
considered  basic  for  elementary  chemistry. 

References:  Bell,  J.  C.  "Study  of  the  attainments  of  high  school  pupils 
in  first-year  chemistry,"  School  Science  and  Mathematics,  18:425-32, 
May,  1918. 

Brief  account  of  its  derivation.    Results  from  401  pupils  analyzed. 

Bell,  J.  Carleton.  "A  test  in  first  year  chemistry,"  Journal  of  Educa- 
tional Psychology,  9:199-209,  April,  1918. 

This  is  the  complete  report  of  which  the  above  is  a  preliminary  statement. 

Jones'  Chemistry  Tests.    (Union  Science  Series,  See  Physics.) 

Address:  F.  T.  Jones,  10109  Wilbur  Avenue,  Cleveland,  Ohio. 

Rivett's  Time  Limit  Test  in  Chemistry.  The  article  presents  two  types  of 
simple  tests  which  are  arranged  for  beginners.  They  are  intended  as 
suggestive  types  of  tests  which  teachers  of  chemistry  may  easily  devise. 
The  pupils  may  score  these  tests  themselves. 

Address:  B.  J.  Rivett,  Northwestern  High  School,  Detroit,  Michigan. 
Reference:  Rivett,    B.    J.      "Testing    results    in    chemistry,"    School 
Science  and  Mathematics,  19:742-45,  November,  1919. 

Two  types  of  tests  are  reproduced.    Advantages  over  the  old  form  examination  are  stated  in 
conclusion. 


320  JOURNAL  EDUCATIONAL  RESEARCH  Vol  i,  No.  4 

Webb*s  Preliminary  Test  in  Chemistry.     Test  requires  pupils  to  classify 
fifty  well-known  substances  as  elements,  compounds,  or  mixtures. 
Address:  Hanor  Webb,  George  Peabody  College  for  Teachers,  Nashville, 

Tennessee. 
Reference:  Webb,  Hanor.    "A  preliminary  test  in  chemistry,"  Journal 
'*^A  of  Educational  Psychology,  10:36-43,  January,  1919. 

^        (^  This  is  an  account  of  the  use  of  the  author's  test  with  a  number  of  his  classes. 

C.  Geography 
Boston  Geography  Test.     A  forty-minute  test  on  United  States  and  the 

countries  of  Europe.    Although  the  tests  were  given  to  elementary,  high, 

and  normal  school  pupils,  particular  interest  centers  in  the  results 

achieved  by  the  eighth  grade. 

Address:  Leonard  O.  Packard,  Boston  Normal  School,  Boston,  Massa- 
chusetts. 

Reference:  Geography.  A  report  on  a  preliminary  attempt  to  measure 
some  educational  results.  (Bulletin  No.  5  of  the  Department  of 
Educational    Investigation    and    Measurement,    Boston    Public 

Schools,  1916.)  /iriVn  ^c  U_<>  -«,    Co     .a^.   G-A'.a*  >  CU  ■..: 

Discussion  of  the  tests  with  reproduction,  but  method  of  giving  and  of  rating  is  not  shown. 
Results  for  high-school  students  are  given. 

D.  Physics 
Chapman's  Physics  Test  in  Electricity  and  Magnetism,  Sound  and  Light. 
Address:  J.  Crosby  Chapman,  Western  Reserve  University,  Cleveland, 
Ohio. 
I  Reference:  Chapman,  J.  C.    "The  measurement  of  physics  information," 

;jVv^^'     '  School  Review,  27:748-49,  December,  1919. 

The  test  with  answers  is  reproduced.    Results  for  158  high-school  pupils  are  tabulated. 

Jones*  Union  Science  Tests.    These  tests  form  an  elaborate  series  covering 

many  of  the  topics  of  the  subject.    There  is  a  separate  test  for  each  topic. 

Address  and  send  results  to:  Franklin  T.  Jones,  10109  Wilbur  Avenue, 

Cleveland,  Ohio. 

p        j^         Reference:  Jones,  F.  T.    "Practice  exercises  in  physics,"  School  Review, 

f^"'  26:341-48,  May,  1918. 

Describes  the  Union  Science  Tests — a  series  in  physics.     Test  H2-Test  H5,  and  Test  Hg  are 
reproduced,  with  results  analyzed. 

^  Randall,  Chapman  and  Sutton's  Test  in  Mechanics.    A  simple  test  of  a  set 
of  progressive  problems  in  mechanics. 

Address  authors:  Western  Reserve  University,  Cleveland,  Ohio. 
f^  Reference:  Randall,  D.  P.,  Chapman,  J.  C.  and  Sutton,  C.  W.     "The 

place  of  the  numerical  problem  in  high  school  physics,"  School 
Review,  26:39-43,  January,  1918. 

The  test  is  reproduced.   Results  from  experimental  testing  with  four  high  schools  are  given. 

Starch's  Physics  Test.     This  test  is  composed  of  75  sentences  which  are 
arranged  in  the  form  of  a  completion  test.    The  degree  to  which  the 


April,  1920  BIBLIOGRAPHIES  321 

pupils  have  mastered  the  work  in  physics  covered  by  these  sentences  is 
shown  by  their  abiUty  to  fill  in  the  missing  words,  phrases,  and  numbers. 
The  test  is  broken  up  into  topics  and  standard  scores  for  each  topic  are 
printed  on  the  test  sheet.  There  are  28  sentences  on  mechanics,  eight  on 
heat,  nine  on  Hght,  and  21  on  magnetism  and  electricity. 
Publisher:  Daniel  Starch,  University  of  Wisconsin,  Madison,  Wisconsin. 
Also  obtainable  from  Bureau  of  Educational  Research,  University  of 
lUinois,  Urbana,  Illinois. 

Reference:  Starch,   Daniel.     Educational   measurements.     New  York: 
Macmillan,  1916,  chapter  XIV. 

XIV.   Vocational  Subjects  and  Manual  Training 
Leavitt's  Preliminary  Test  for  Manual  Arts.    As  the  title  suggests  this  is  only 
a  preliminary  test,  not  designed  by  the  author  for  general  use. 
Address:  F.  M.  Leavitt,  Associate  Superintendent  in  Charge  of  Voca- 
tional Education,  Pittsburgh,  Pennsylvania. 
Reference:  Leavitt,  F.  M.    "Standardized  measurements  in  the  field  of 

industrial  arts,"  Industrial  Arts  Magazine,  8:132-8,  April,  1919. 

Brief  discussion  of  methods  of  producing  and  using  standardized  tests  is  given.   The  preliminary 
scale  for  manual  arts  is  reproduced. 

Wardner's  Test  for  Knowledge  of  Tools.  This  is  a  modification  of  one  of  the 
Army  Trade  Tests.  Pupils  are  asked  to  identify  81  tools.  Test  is 
reproduced. 

Address:  C.    A.    Wardner,    Director   of    Cooperative   Trade   Schools, 
Springfield,  Vermont. 

Reference:  Wardner,  C.  A.    "Applying  the  army  trade  tests  to  vocational 
schools,"  Industrial  Arts  Magazine,  8:402-03,  October,  1919. 

A  reproduction  and  brief  discussion  of  this  test  which  is  being  used  in  the  Cooperative  Trade 
School,  Springfield,  Vermont. 


I 


SUMMER  READING 

1919 

A  hammock  swinging  'neath  a  leafy  birch, 
A  glass  of  lemonade,  a  fan,  then  perch 
Old  Omar's  verses  there  where  I  can  read 
And  leave  my  teaching  problems  in  the  lurch. 

1920 

'Tis  much  the  same, — the  hammock  and  all  that, — 

But  now  that  Buckingham  has  come  to  bat, 

I  read  of  educational  research, 

And  Omar's  Rubaiyat  falls  to  the  mat. 

The  first  six  issues  of  the  JOURNAL  OF  EDUCA- 
TIONAL RESEARCH  are  here  offered  at  $2.00  a  set. 
They  constitute  up-to-date,  trustworthy  solutions  of  many 
questions  that  come  to  teachers  in  their  daily  classroom 
work.  The  Journal  is  devoted  to  the  uses  which  have  been 
made  and  are  capable  of  being  made  of  the  results  and 
methods  of  investigation.  It  emphasizes  applications  rather 
than  abstractions,  and  practice  rather  than  theory. 

For  summer  professional  reading,  these  first  six  numbers 
are  unexcelled  in  either  quality  or  quantity.  A  total  of  520 
pages  of  up-to-the-minute  professional  reading  for  $2.00. 

A  FEW  OF  THE  LEADING  ARTICLES 
William  A.  McCall.     A  New  Kind  of  School  Examination. 
Murray   A.    Dalman.     Hurdles,    A   Series   of    Calibrated 

Objective  Tests  in  First  Year  Algebra. 
William  S.  Gray.     Tests  of  Reading  Accomplishment. 
H.  C.  Walker.     Penmanship  Practice. 
Clifford    Woody.     Evaluating    the    Subject    Matter    of 

Spellers. 
B.    R.    Buckingham.     Index    of    Efficiency    in    Teaching 

United  States  History. 
Arthur  W.  Kallom.     Analysis  of  and  Testing  in  Common 

Fractions. 
R.  L.  Sand  WICK.     Physical  Health  and  Mental  Efficiency. 
W.  M.  Proctor.     School  Success  of  High  School  Pupils. 
F.  J.  Kelly  and  A.  K.  Loomis.     Retardation  in  One-Room 

Rural  Schools  in  Kansas. 
Samuel  S.  Brooks.     Getting  Teachers  to  Feel  the  Need  of 

Standardized  Tests. 
Other  articles  by  Ayres,  Charters,  Strayer,  Terman,  Courtis, 
Henmon,  Packer,  Pressey,  Lane,  Hollister,  etc.,  etc. 

Orders  Are  Being  Booked  Now 

$2.00  for  the  Set  of  Six 

Public  School  Publishing  Company 

BLOOMINGTON,  ILL. 


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